Taxonomy
of
Educational
Objectives
教育目标分类
Writing
the
test
items
based
on
learning
objectives目标测试题的编制
Comparison
between
Bloom
and
Gagne布卢姆与加涅认知领域分类的比较
Merrill's
performance-content
matrix梅里尔认知领域的能力-内容矩阵
Affective
domain情感领域
Acquiescence
in
responding默认的反应
愿意的反应
Willingness
to
respond
满意的反应
Satisfaction
in
response
价值的接受
Acceptance
of
a
value
对某一价值的偏好Preference
for
a
value
信奉
Commitment
价值概念化
Conceptualization
of
a
value
价值体系的组织
Organization
of
a
value
system
泛化心向
Generalized
set
性格化
Characterization
加德纳(Howard
Gardner)多元智能
Multi-intelligence
语言智能Verbal-linguistic
intelligence
数学逻辑智能Logical-mathematical
intelligence
空间智能Visual-spatial
intelligence
音乐智能Musical-rhythmic
intelligence
身体运动智能Bodily-kinesthetic
intelligence
人际关系智能
Interpersonal
intelligence
自我认识智能
Intrapersonal
intelligence
自然智能
Naturalist
intelligence
对象
Audience
行为
Behavior
条件
Condition
标准
Degree
常模参照评定(Norm-referenced)
标准参照评定
(Criterion-referenced)
课程计划
(Curriculum
for
a
program)
课程(courses)
单元(units)
课(lessons
or
topics)
advanced
organizer
先行组织者
Perception
stage认知阶段
分解阶段
Part
skills
practice
stage
定位阶段(连贯动作阶段)
Total
skill
Coherently
practice
stage
Information
processing
theory
信息加工理论
集体教学(mass
teaching)
UC:
Ubiquitous
Computing
泛在计算
UN:
Ubiquitous
Network
Evaluation
instrument
developing
评价工具的编制
Adversary
Model
对手模式
Responsive
Model
应答模式
meta-Evaluation
再评价
the
null
curriculum
空无课程